[rudruff]

So somehow less than 1% of the student body leaving to do something is going to destroy the university?

::)

[rudruff]

So somehow less than 1% of the student body leaving to do something is going to destroy the university?

::)

[rudruff]

So somehow less than 1% of the student body leaving to do something is going to destroy the university?

::)

[rudruff]

So somehow less than 1% of the student body leaving to do something is going to destroy the university?

::)

[FarmBoy]

Quote
people used to joke that the campus included two schools: Stanford University and Leland Junior College, the latter of which involved a set of courses that even the most dedicated of athletes could complete with reasonable grades.

Has anyone ever actually heard this joke?

I found that quote odd, as well. No doubt, Ca.l fans love to call Stanford a "Junior University" in genral, but I don't think I've heard anyone make the connection between the "Junior" and our athletics.

[FarmBoy]

Quote
people used to joke that the campus included two schools: Stanford University and Leland Junior College, the latter of which involved a set of courses that even the most dedicated of athletes could complete with reasonable grades.

Has anyone ever actually heard this joke?

I found that quote odd, as well. No doubt, Ca.l fans love to call Stanford a "Junior University" in genral, but I don't think I've heard anyone make the connection between the "Junior" and our athletics.

[FarmBoy]

Quote
people used to joke that the campus included two schools: Stanford University and Leland Junior College, the latter of which involved a set of courses that even the most dedicated of athletes could complete with reasonable grades.

Has anyone ever actually heard this joke?

I found that quote odd, as well. No doubt, Ca.l fans love to call Stanford a "Junior University" in genral, but I don't think I've heard anyone make the connection between the "Junior" and our athletics.

[FarmBoy]

Quote
people used to joke that the campus included two schools: Stanford University and Leland Junior College, the latter of which involved a set of courses that even the most dedicated of athletes could complete with reasonable grades.

Has anyone ever actually heard this joke?

I found that quote odd, as well. No doubt, Ca.l fans love to call Stanford a "Junior University" in genral, but I don't think I've heard anyone make the connection between the "Junior" and our athletics.

[jayasena]

people used to joke that the campus included two schools: Stanford University and Leland Junior College, the latter of which involved a set of courses that even the most dedicated of athletes could complete with reasonable grades.

Has anyone ever actually heard this joke?

I've never heard that joke but, given how we do admissions for athletes, I'm quite confident that every university has a set of courses our athletes could complete with reasonable grades regardless of how dedicated they are to athletics.

[jayasena]

people used to joke that the campus included two schools: Stanford University and Leland Junior College, the latter of which involved a set of courses that even the most dedicated of athletes could complete with reasonable grades.

Has anyone ever actually heard this joke?

I've never heard that joke but, given how we do admissions for athletes, I'm quite confident that every university has a set of courses our athletes could complete with reasonable grades regardless of how dedicated they are to athletics.

[jayasena]

people used to joke that the campus included two schools: Stanford University and Leland Junior College, the latter of which involved a set of courses that even the most dedicated of athletes could complete with reasonable grades.

Has anyone ever actually heard this joke?

I've never heard that joke but, given how we do admissions for athletes, I'm quite confident that every university has a set of courses our athletes could complete with reasonable grades regardless of how dedicated they are to athletics.

[jayasena]

people used to joke that the campus included two schools: Stanford University and Leland Junior College, the latter of which involved a set of courses that even the most dedicated of athletes could complete with reasonable grades.

Has anyone ever actually heard this joke?

I've never heard that joke but, given how we do admissions for athletes, I'm quite confident that every university has a set of courses our athletes could complete with reasonable grades regardless of how dedicated they are to athletics.

[PrinceLightfoot]

[quote author=garvin link=topic=7766.msg61185#msg61185 date=1365772979]

people used to joke that the campus included two schools: Stanford University and Leland Junior College, the latter of which involved a set of courses that even the most dedicated of athletes could complete with reasonable grades.

Has anyone ever actually heard this joke?

I've never heard that joke but, given how we do admissions for athletes, I'm quite confident that every university has a set of courses our athletes could complete with reasonable grades regardless of how dedicated they are to athletics.
[/quote]

Agreed. Criticism and critiques are essential when aspiring to remain "at the top". Thompson's article though smacks more of wanting to pander to fellow East Coast media elites (many who attended schools who compete or think they compete with Stanford academically) than to explore that criticism when applied to all schools of equal prestige.

I am sure that during their respective athletic season the courses taken by our athletes are less demanding than those taken out of season. I just do not buy the idea that any degree path offered at Stanford is a walk-in-the-park compared to the same major at another school of equal caliber. Considering that the graduation rates for our athletes is very high, it is obvious that admissions is not only selecting academically capable athletes but these athletes are also completing their education instead of just using Stanford as a stepping stone to the professional leagues.

This thought also applies to non-athletes who have more of an entrepreneurial bent as rudruff pointed out.

So somehow less than 1% of the student body leaving to do something is going to destroy the university?

::)

I know individuals who skipped 2 or 3 yrs of high school...should we label them high school dropouts because they passed it by? If Stanford students are ready to move on before graduation AND become successful in their endeavors, I do not see how that reflects badly on Stanford. Sometimes the system in place is not great fit for certain individuals who have a more unorthodox approach to their education or for those who apply their education more readily to the real world. Timing can be a critical component to learning, success, and reward, so I do not lament those who leave school before graduation to pounce on opportunity.

[PrinceLightfoot]

[quote author=garvin link=topic=7766.msg61185#msg61185 date=1365772979]

people used to joke that the campus included two schools: Stanford University and Leland Junior College, the latter of which involved a set of courses that even the most dedicated of athletes could complete with reasonable grades.

Has anyone ever actually heard this joke?

I've never heard that joke but, given how we do admissions for athletes, I'm quite confident that every university has a set of courses our athletes could complete with reasonable grades regardless of how dedicated they are to athletics.
[/quote]

Agreed. Criticism and critiques are essential when aspiring to remain "at the top". Thompson's article though smacks more of wanting to pander to fellow East Coast media elites (many who attended schools who compete or think they compete with Stanford academically) than to explore that criticism when applied to all schools of equal prestige.

I am sure that during their respective athletic season the courses taken by our athletes are less demanding than those taken out of season. I just do not buy the idea that any degree path offered at Stanford is a walk-in-the-park compared to the same major at another school of equal caliber. Considering that the graduation rates for our athletes is very high, it is obvious that admissions is not only selecting academically capable athletes but these athletes are also completing their education instead of just using Stanford as a stepping stone to the professional leagues.

This thought also applies to non-athletes who have more of an entrepreneurial bent as rudruff pointed out.

So somehow less than 1% of the student body leaving to do something is going to destroy the university?

::)

I know individuals who skipped 2 or 3 yrs of high school...should we label them high school dropouts because they passed it by? If Stanford students are ready to move on before graduation AND become successful in their endeavors, I do not see how that reflects badly on Stanford. Sometimes the system in place is not great fit for certain individuals who have a more unorthodox approach to their education or for those who apply their education more readily to the real world. Timing can be a critical component to learning, success, and reward, so I do not lament those who leave school before graduation to pounce on opportunity.

[PrinceLightfoot]

[quote author=garvin link=topic=7766.msg61185#msg61185 date=1365772979]

people used to joke that the campus included two schools: Stanford University and Leland Junior College, the latter of which involved a set of courses that even the most dedicated of athletes could complete with reasonable grades.

Has anyone ever actually heard this joke?

I've never heard that joke but, given how we do admissions for athletes, I'm quite confident that every university has a set of courses our athletes could complete with reasonable grades regardless of how dedicated they are to athletics.
[/quote]

Agreed. Criticism and critiques are essential when aspiring to remain "at the top". Thompson's article though smacks more of wanting to pander to fellow East Coast media elites (many who attended schools who compete or think they compete with Stanford academically) than to explore that criticism when applied to all schools of equal prestige.

I am sure that during their respective athletic season the courses taken by our athletes are less demanding than those taken out of season. I just do not buy the idea that any degree path offered at Stanford is a walk-in-the-park compared to the same major at another school of equal caliber. Considering that the graduation rates for our athletes is very high, it is obvious that admissions is not only selecting academically capable athletes but these athletes are also completing their education instead of just using Stanford as a stepping stone to the professional leagues.

This thought also applies to non-athletes who have more of an entrepreneurial bent as rudruff pointed out.

So somehow less than 1% of the student body leaving to do something is going to destroy the university?

::)

I know individuals who skipped 2 or 3 yrs of high school...should we label them high school dropouts because they passed it by? If Stanford students are ready to move on before graduation AND become successful in their endeavors, I do not see how that reflects badly on Stanford. Sometimes the system in place is not great fit for certain individuals who have a more unorthodox approach to their education or for those who apply their education more readily to the real world. Timing can be a critical component to learning, success, and reward, so I do not lament those who leave school before graduation to pounce on opportunity.

[PrinceLightfoot]

[quote author=garvin link=topic=7766.msg61185#msg61185 date=1365772979]

people used to joke that the campus included two schools: Stanford University and Leland Junior College, the latter of which involved a set of courses that even the most dedicated of athletes could complete with reasonable grades.

Has anyone ever actually heard this joke?

I've never heard that joke but, given how we do admissions for athletes, I'm quite confident that every university has a set of courses our athletes could complete with reasonable grades regardless of how dedicated they are to athletics.
[/quote]

Agreed. Criticism and critiques are essential when aspiring to remain "at the top". Thompson's article though smacks more of wanting to pander to fellow East Coast media elites (many who attended schools who compete or think they compete with Stanford academically) than to explore that criticism when applied to all schools of equal prestige.

I am sure that during their respective athletic season the courses taken by our athletes are less demanding than those taken out of season. I just do not buy the idea that any degree path offered at Stanford is a walk-in-the-park compared to the same major at another school of equal caliber. Considering that the graduation rates for our athletes is very high, it is obvious that admissions is not only selecting academically capable athletes but these athletes are also completing their education instead of just using Stanford as a stepping stone to the professional leagues.

This thought also applies to non-athletes who have more of an entrepreneurial bent as rudruff pointed out.

So somehow less than 1% of the student body leaving to do something is going to destroy the university?

::)

I know individuals who skipped 2 or 3 yrs of high school...should we label them high school dropouts because they passed it by? If Stanford students are ready to move on before graduation AND become successful in their endeavors, I do not see how that reflects badly on Stanford. Sometimes the system in place is not great fit for certain individuals who have a more unorthodox approach to their education or for those who apply their education more readily to the real world. Timing can be a critical component to learning, success, and reward, so I do not lament those who leave school before graduation to pounce on opportunity.

[yvonne]

Sometimes the system in place is not great fit for certain individuals who have a more unorthodox approach to their education or for those who apply their education more readily to the real world.

"Don't waste time living someone else's life."

[yvonne]

Sometimes the system in place is not great fit for certain individuals who have a more unorthodox approach to their education or for those who apply their education more readily to the real world.

"Don't waste time living someone else's life."

[yvonne]

Sometimes the system in place is not great fit for certain individuals who have a more unorthodox approach to their education or for those who apply their education more readily to the real world.

"Don't waste time living someone else's life."

[yvonne]

Sometimes the system in place is not great fit for certain individuals who have a more unorthodox approach to their education or for those who apply their education more readily to the real world.

"Don't waste time living someone else's life."

[Redrum]

From Stanford's Founding Grant (italics mine):

"...Its nature, that of a university with such seminaries of learning as shall make it of the highest grade, including mechanical institutes, museums, galleries of art, laboratories, and conservatories, together with all things necessary for the study of agriculture in all its branches, and for mechanical training, and the studies and exercises directed to the cultivation and enlargement of the mind;

Its object, to qualify its students for personal success, and direct usefulness in life;

And its purposes, to promote the public welfare by exercising an influence in behalf of humanity and civilization, teaching the blessings of liberty regulated by law, and inculcating love and reverence for the great principles of government as derived from the inalienable rights of man to life, liberty, and the pursuit of happiness."


Notice the practical element woven throughout. 

Not in that founding document, but available to anyone who studied the history of the American West, was  the drive behind the establishment of many universities in the late 1800's: the desire to develop Western thinkers and leaders who would serve the development of the West without homage to the traditions and self-regard of the East .  Sen. Stanford was one of the shapers and sharers of that vision.

As little Leland said just before his mom washed out his mouth with lye soap: "Aww, Father dear,  **** those ***holes from New York."

[Redrum]

From Stanford's Founding Grant (italics mine):

"...Its nature, that of a university with such seminaries of learning as shall make it of the highest grade, including mechanical institutes, museums, galleries of art, laboratories, and conservatories, together with all things necessary for the study of agriculture in all its branches, and for mechanical training, and the studies and exercises directed to the cultivation and enlargement of the mind;

Its object, to qualify its students for personal success, and direct usefulness in life;

And its purposes, to promote the public welfare by exercising an influence in behalf of humanity and civilization, teaching the blessings of liberty regulated by law, and inculcating love and reverence for the great principles of government as derived from the inalienable rights of man to life, liberty, and the pursuit of happiness."


Notice the practical element woven throughout. 

Not in that founding document, but available to anyone who studied the history of the American West, was  the drive behind the establishment of many universities in the late 1800's: the desire to develop Western thinkers and leaders who would serve the development of the West without homage to the traditions and self-regard of the East .  Sen. Stanford was one of the shapers and sharers of that vision.

As little Leland said just before his mom washed out his mouth with lye soap: "Aww, Father dear,  **** those ***holes from New York."

[Redrum]

From Stanford's Founding Grant (italics mine):

"...Its nature, that of a university with such seminaries of learning as shall make it of the highest grade, including mechanical institutes, museums, galleries of art, laboratories, and conservatories, together with all things necessary for the study of agriculture in all its branches, and for mechanical training, and the studies and exercises directed to the cultivation and enlargement of the mind;

Its object, to qualify its students for personal success, and direct usefulness in life;

And its purposes, to promote the public welfare by exercising an influence in behalf of humanity and civilization, teaching the blessings of liberty regulated by law, and inculcating love and reverence for the great principles of government as derived from the inalienable rights of man to life, liberty, and the pursuit of happiness."


Notice the practical element woven throughout. 

Not in that founding document, but available to anyone who studied the history of the American West, was  the drive behind the establishment of many universities in the late 1800's: the desire to develop Western thinkers and leaders who would serve the development of the West without homage to the traditions and self-regard of the East .  Sen. Stanford was one of the shapers and sharers of that vision.

As little Leland said just before his mom washed out his mouth with lye soap: "Aww, Father dear,  **** those ***holes from New York."

[Redrum]

From Stanford's Founding Grant (italics mine):

"...Its nature, that of a university with such seminaries of learning as shall make it of the highest grade, including mechanical institutes, museums, galleries of art, laboratories, and conservatories, together with all things necessary for the study of agriculture in all its branches, and for mechanical training, and the studies and exercises directed to the cultivation and enlargement of the mind;

Its object, to qualify its students for personal success, and direct usefulness in life;

And its purposes, to promote the public welfare by exercising an influence in behalf of humanity and civilization, teaching the blessings of liberty regulated by law, and inculcating love and reverence for the great principles of government as derived from the inalienable rights of man to life, liberty, and the pursuit of happiness."


Notice the practical element woven throughout. 

Not in that founding document, but available to anyone who studied the history of the American West, was  the drive behind the establishment of many universities in the late 1800's: the desire to develop Western thinkers and leaders who would serve the development of the West without homage to the traditions and self-regard of the East .  Sen. Stanford was one of the shapers and sharers of that vision.

As little Leland said just before his mom washed out his mouth with lye soap: "Aww, Father dear,  **** those ***holes from New York."

[yvonne]

Thanks for posting that. I was thinking about it yesterday myself, but didn't have time to find specific elements.

http://www.stanford.edu/dept/govcr/docum...-grant.pdf

There's actually another version somewhere that shows two sides at once, but I couldn't locate it.

Anyway, Stanford has always been more focused on practical studies than the eastern schools have been, and that is by design.

[yvonne]

Thanks for posting that. I was thinking about it yesterday myself, but didn't have time to find specific elements.

http://www.stanford.edu/dept/govcr/docum...-grant.pdf

There's actually another version somewhere that shows two sides at once, but I couldn't locate it.

Anyway, Stanford has always been more focused on practical studies than the eastern schools have been, and that is by design.

[yvonne]

Thanks for posting that. I was thinking about it yesterday myself, but didn't have time to find specific elements.

http://www.stanford.edu/dept/govcr/docum...-grant.pdf

There's actually another version somewhere that shows two sides at once, but I couldn't locate it.

Anyway, Stanford has always been more focused on practical studies than the eastern schools have been, and that is by design.

[yvonne]

Thanks for posting that. I was thinking about it yesterday myself, but didn't have time to find specific elements.

http://www.stanford.edu/dept/govcr/docum...-grant.pdf

There's actually another version somewhere that shows two sides at once, but I couldn't locate it.

Anyway, Stanford has always been more focused on practical studies than the eastern schools have been, and that is by design.

[yvonne]

BusinessWeek responds to the New Yorker "End of Stanford" article. The best line is from a UCB alum:

You can’t run the world’s most entrepreneurial university, in the world’s most entrepreneurial place, without being entrepreneurial yourself....The whole reason no one has been able to create Silicon Valley anywhere else is because we can’t create Stanford—or the sense of freedom Stanford gives its students—anywhere else.

Die luft der freiheit weht

[yvonne]

BusinessWeek responds to the New Yorker "End of Stanford" article. The best line is from a UCB alum:

You can’t run the world’s most entrepreneurial university, in the world’s most entrepreneurial place, without being entrepreneurial yourself....The whole reason no one has been able to create Silicon Valley anywhere else is because we can’t create Stanford—or the sense of freedom Stanford gives its students—anywhere else.

Die luft der freiheit weht

[yvonne]

BusinessWeek responds to the New Yorker "End of Stanford" article. The best line is from a UCB alum:

You can’t run the world’s most entrepreneurial university, in the world’s most entrepreneurial place, without being entrepreneurial yourself....The whole reason no one has been able to create Silicon Valley anywhere else is because we can’t create Stanford—or the sense of freedom Stanford gives its students—anywhere else.

Die luft der freiheit weht

[yvonne]

BusinessWeek responds to the New Yorker "End of Stanford" article. The best line is from a UCB alum:

You can’t run the world’s most entrepreneurial university, in the world’s most entrepreneurial place, without being entrepreneurial yourself....The whole reason no one has been able to create Silicon Valley anywhere else is because we can’t create Stanford—or the sense of freedom Stanford gives its students—anywhere else.

Die luft der freiheit weht

[82 Card]

Looks like the tech incubator with a football team still has people experiencing some degree of success in other areas:

http://www.stanforddaily.com/2013/04/15/...-pulitzer/

[82 Card]

Looks like the tech incubator with a football team still has people experiencing some degree of success in other areas:

http://www.stanforddaily.com/2013/04/15/...-pulitzer/

[82 Card]

Looks like the tech incubator with a football team still has people experiencing some degree of success in other areas:

http://www.stanforddaily.com/2013/04/15/...-pulitzer/

[82 Card]

Looks like the tech incubator with a football team still has people experiencing some degree of success in other areas:

http://www.stanforddaily.com/2013/04/15/...-pulitzer/

[Treebound]

Great post Redrum!  Last month I took my HS sophomore son to the official Stanford admissions welcome and tour.  The track house has now been turned into the "Visitor's Center" and due to high demand you need to book a spot for the one hour overview.  The bulk of the program was given by a Stanford student that day.  A well spoken senior who works at the track house and for admissions.  He was an excellent ambassador and it was good for my son and others to hear his perspective on Stanford, on admissions and on student life.  Hopefully it gave some credence to comment my wife and I have made the past few years about finding your passion or at least exploring your interests.

Two things struck me that day regarding Stanford's positioning:
1) Stanford touts its diversity, with approximately 15% of students coming in as the first in their family to attend college
2) Stanford embraces its entrepreneurial spirit with it's ties to creating new businesses and working with the ecosystem of the Silicon Valley

The Alumni Association held a fantastic two day event for volunteers this past Fri-Sat and Hennessy was asked about this article and he and other administrators and professors freely embrace the entrepreneurship of our students.  He noted that most, like in the real world, fail quickly and return after a summer, but that endeavors like Crinkle should continue to be nurtured for their potential and for the learnings of their founders/employees.

Both discussions really resonated with my son and hopefully help to motivate him to continue to explore.

[Treebound]

Great post Redrum!  Last month I took my HS sophomore son to the official Stanford admissions welcome and tour.  The track house has now been turned into the "Visitor's Center" and due to high demand you need to book a spot for the one hour overview.  The bulk of the program was given by a Stanford student that day.  A well spoken senior who works at the track house and for admissions.  He was an excellent ambassador and it was good for my son and others to hear his perspective on Stanford, on admissions and on student life.  Hopefully it gave some credence to comment my wife and I have made the past few years about finding your passion or at least exploring your interests.

Two things struck me that day regarding Stanford's positioning:
1) Stanford touts its diversity, with approximately 15% of students coming in as the first in their family to attend college
2) Stanford embraces its entrepreneurial spirit with it's ties to creating new businesses and working with the ecosystem of the Silicon Valley

The Alumni Association held a fantastic two day event for volunteers this past Fri-Sat and Hennessy was asked about this article and he and other administrators and professors freely embrace the entrepreneurship of our students.  He noted that most, like in the real world, fail quickly and return after a summer, but that endeavors like Crinkle should continue to be nurtured for their potential and for the learnings of their founders/employees.

Both discussions really resonated with my son and hopefully help to motivate him to continue to explore.

[Treebound]

Great post Redrum!  Last month I took my HS sophomore son to the official Stanford admissions welcome and tour.  The track house has now been turned into the "Visitor's Center" and due to high demand you need to book a spot for the one hour overview.  The bulk of the program was given by a Stanford student that day.  A well spoken senior who works at the track house and for admissions.  He was an excellent ambassador and it was good for my son and others to hear his perspective on Stanford, on admissions and on student life.  Hopefully it gave some credence to comment my wife and I have made the past few years about finding your passion or at least exploring your interests.

Two things struck me that day regarding Stanford's positioning:
1) Stanford touts its diversity, with approximately 15% of students coming in as the first in their family to attend college
2) Stanford embraces its entrepreneurial spirit with it's ties to creating new businesses and working with the ecosystem of the Silicon Valley

The Alumni Association held a fantastic two day event for volunteers this past Fri-Sat and Hennessy was asked about this article and he and other administrators and professors freely embrace the entrepreneurship of our students.  He noted that most, like in the real world, fail quickly and return after a summer, but that endeavors like Crinkle should continue to be nurtured for their potential and for the learnings of their founders/employees.

Both discussions really resonated with my son and hopefully help to motivate him to continue to explore.

[Treebound]

Great post Redrum!  Last month I took my HS sophomore son to the official Stanford admissions welcome and tour.  The track house has now been turned into the "Visitor's Center" and due to high demand you need to book a spot for the one hour overview.  The bulk of the program was given by a Stanford student that day.  A well spoken senior who works at the track house and for admissions.  He was an excellent ambassador and it was good for my son and others to hear his perspective on Stanford, on admissions and on student life.  Hopefully it gave some credence to comment my wife and I have made the past few years about finding your passion or at least exploring your interests.

Two things struck me that day regarding Stanford's positioning:
1) Stanford touts its diversity, with approximately 15% of students coming in as the first in their family to attend college
2) Stanford embraces its entrepreneurial spirit with it's ties to creating new businesses and working with the ecosystem of the Silicon Valley

The Alumni Association held a fantastic two day event for volunteers this past Fri-Sat and Hennessy was asked about this article and he and other administrators and professors freely embrace the entrepreneurship of our students.  He noted that most, like in the real world, fail quickly and return after a summer, but that endeavors like Crinkle should continue to be nurtured for their potential and for the learnings of their founders/employees.

Both discussions really resonated with my son and hopefully help to motivate him to continue to explore.